O gênero debate deliberativo como ferramenta para o aprimoramento do discurso oral público formal de uma turma do 7 º ano numa escola pública do Pará.

Abstract

The present work discusses and analyzes how the oral debate contributes to the formal oral improvement of a 7th grade class in a public school in São Geraldo do Araguaia (Pará state), taking into account aspects of orality such as the language used, the tone of voice, body posture, gestures and facial expression, as well as aspects related to the oral debate. For that, we elaborated a didactic sequence involving the mentioned genre using as method the didactic sequence model proposed by the authors Schneuwly, Dolz and Noverraz (2004) and the teaching of a language from genres according to the perspective of Marcuschi (2005). We are also guided by studies of the oral genre according to the PCNLP (1998), the BNCC (2018) and Marcuschi (2001, 2007). We used Bakhtin's (1997) concept of genre as a theoretical contribution, however prioritizing the terminology used by Marcuschi (2005), which relies on Bakhtin, being, however, the best known one by basic education teachers, as Marcuschi distinguishes between text genre and text type. As a study of qualitative approach, an action research was used through the bias of sociodiscursive interactionism (BRONCKART, 1999). The research also aims to present a guidance proposal for teachers focused on working with oral genres in Portuguese Language classes. The elaborated didactic sequence included the presentation of the situation that involves the focused genre of this study, some workshops about the genre and the moment of the initial production. The sequence also included four modules: the first one aimed the self-assessment of the initial production; the second one proposed a workshop on some non-linguistic elements of oral communication; the third one proposed the participation of students in a group discussion on the theme of the final production; and the fourth consisted of enabling students to systematize what they would say in the final production. Finally, the students produced a second version of the genre, applying, as far as possible, the knowledge acquired during the process of carrying out the didactic sequence. The data generation was done through recording and filming of the classes and the analysis consisted of comparing the progression of the students between the initial production and the final production. The results achieved showed some advances in the production of the genre, with regard to the uuse of appropriate language to the context of communiication, the use of non-linguistic resources, as well as the communication situation in which the oral debate is necessary.